TY - JOUR
T1 - The COVID-19 paradox of online collaborative education
T2 - when you cannot physically meet, you need more social interactions
AU - Kalmar, Eva
AU - Aarts, Tom
AU - Bosman, Esther
AU - Ford, Camera
AU - de Kluijver, Lisa
AU - Beets, Josine
AU - Veldkamp, Lisette
AU - Timmers, Pauline
AU - Besseling, Diede
AU - Koopman, Joris
AU - Fan, Chuntzu
AU - Berrevoets, Enya
AU - Trotsenburg, Melissa
AU - Maton, Loes
AU - van Remundt, Jill
AU - Sari, Ela
AU - Omar, Lee Wen
AU - Beinema, Emiel
AU - Winkel, Robbert
AU - van der Sanden, Maarten
PY - 2022
Y1 - 2022
N2 - Collaborative learning is a teaching method that brings together students to discuss a topic important for a given course or curriculum and solve a related problem or create a product. By doing this, learners create knowledge together and gain 21st –century skills such as communication, critical thinking, decision making, leadership and conflict management. Universities had to close their campuses and turn their education fully online in 2020 due to the COVID-19 pandemic, which created a forced step in the evolution of the digitalisation of collaborative teaching. How did TU Delft face this challenge? How did the students experience the online version of collaborative learning? How did distant learning affect their motivation? This article presents four student team projects investigating these questions from the collaborative learning perspective. One of the significant findings of these projects is the lack of socio-emotional interactions during online collaborative work. We present a few guidelines on how to enable these interactions when designing online or blended collaborative education.
AB - Collaborative learning is a teaching method that brings together students to discuss a topic important for a given course or curriculum and solve a related problem or create a product. By doing this, learners create knowledge together and gain 21st –century skills such as communication, critical thinking, decision making, leadership and conflict management. Universities had to close their campuses and turn their education fully online in 2020 due to the COVID-19 pandemic, which created a forced step in the evolution of the digitalisation of collaborative teaching. How did TU Delft face this challenge? How did the students experience the online version of collaborative learning? How did distant learning affect their motivation? This article presents four student team projects investigating these questions from the collaborative learning perspective. One of the significant findings of these projects is the lack of socio-emotional interactions during online collaborative work. We present a few guidelines on how to enable these interactions when designing online or blended collaborative education.
KW - Collaboration
KW - Collaborative learning
KW - COVID-19 outbreak
KW - Higher education
KW - Online and blended education
KW - Student experience
UR - http://www.scopus.com/inward/record.url?scp=85123626782&partnerID=8YFLogxK
U2 - 10.1016/j.heliyon.2022.e08823
DO - 10.1016/j.heliyon.2022.e08823
M3 - Article
AN - SCOPUS:85123626782
SN - 2405-8440
VL - 8
JO - Heliyon
JF - Heliyon
IS - 1
M1 - e08823
ER -